Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
For fifth grade, there are several standards that all students should be able to meet in the field of functions and algebra. They are being able to identify a variety of patterns, and being able to demonstrate a conceptual understand of linear relationships, algebraic expressions and equality. The students were being taught the distributive property, to understand why two expressions are equivalent, and write expressions in the factored form and in the expanded form of the distributed property.
II. The Learning Environment
All the students were focused facing the projector screen. They were asked different questions and had to even explain their answers after they gave them. This is both to make sure that the students that answered really understood their answers and so that students that weren’t quite sure yet also got a little more of an explanation. Students were also engaged in the learning when some were asked to show their work on the overhead projector. there was both student to teacher learning and, inderectly, there was student to student learning.
III. The Learning Activities
The teacher was first using the overhead projector to show the students some forms of equivalent expressions and was explaining to them why the expressions were all the same. She used simple expressions and then used visual aids to help out as well. For the expression 4s+4, she was able to show the students that when she used the distributive property that you can rewrite the expression as 4(s+1). Each “s” was represented by a long green piece and each 1 was represented by a small red piece. I really liked how the teacher made the students write out all the forms of the expression that were equivalent instead of focusing on one form at a time. This kept all the forms in the students mind at once and thus helping drive home the idea that they were all equal.
IV. Assessment Strategies/Items
The students were assessed a few ways. They were assessed with their own in-class worksheet. Some were assessed when they answered questions and then had to explain themselves even further. The students that were answering questions were probably the most important form of assessment because they had to explain themselves each time, and you can’t explain yourself unless you really have a grasp of what you are doing. thus giving the teacher a good idea on how well the students are understanding what she is teaching them. From here she could try to find ways to fix her methods or she could realize that she is doing a good job.
Title:Grade 8 math
Author:
1.Bryce L. MonahanUse the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
For fifth grade, there are several standards that all students should be able to meet in the field of functions and algebra. They are being able to identify a variety of patterns, and being able to demonstrate a conceptual understand of linear relationships, algebraic expressions and equality. The students were being taught the distributive property, to understand why two expressions are equivalent, and write expressions in the factored form and in the expanded form of the distributed property.II. The Learning Environment
All the students were focused facing the projector screen. They were asked different questions and had to even explain their answers after they gave them. This is both to make sure that the students that answered really understood their answers and so that students that weren’t quite sure yet also got a little more of an explanation. Students were also engaged in the learning when some were asked to show their work on the overhead projector. there was both student to teacher learning and, inderectly, there was student to student learning.III. The Learning Activities
The teacher was first using the overhead projector to show the students some forms of equivalent expressions and was explaining to them why the expressions were all the same. She used simple expressions and then used visual aids to help out as well. For the expression 4s+4, she was able to show the students that when she used the distributive property that you can rewrite the expression as 4(s+1). Each “s” was represented by a long green piece and each 1 was represented by a small red piece. I really liked how the teacher made the students write out all the forms of the expression that were equivalent instead of focusing on one form at a time. This kept all the forms in the students mind at once and thus helping drive home the idea that they were all equal.IV. Assessment Strategies/Items
The students were assessed a few ways. They were assessed with their own in-class worksheet. Some were assessed when they answered questions and then had to explain themselves even further. The students that were answering questions were probably the most important form of assessment because they had to explain themselves each time, and you can’t explain yourself unless you really have a grasp of what you are doing. thus giving the teacher a good idea on how well the students are understanding what she is teaching them. From here she could try to find ways to fix her methods or she could realize that she is doing a good job.SBLD EVAL BRYCE